Praxis II Teaching Reading (0204 and 5204) Test Questions

1. It is the beginning of the school year. To determine which second-grade students might need support, the reading teacher wants to identify those who are reading below grade level. She works with students one at a time. She gives each child a book at a second-grade reading level and asks the child to read out loud for two minutes. Children who will need reading support are those who read:
a. Fewer than 100 words in the time given
b. Fewer than 200 words in the time given
c. More than 75 words in the time given
d. The entire book in the time given

2. The most effective strategy for decoding sight words is:
a. Segmenting sight words into syllables. Beginning readers are understandably nervous when encountering a long word that isn’t familiar. Blocking off all but a single syllable at a time renders a word manageable and allows the reader a sense of control over the act of reading
b. Word families. By grouping the sight word with similar words, patterns emerge
c. A phonemic approach. When students understand the connection between individual words and their sounds, they will be able to sound out any sight word they encounter
d. None; sight words cannot be decoded. Readers must learn to recognize these words as wholes on sight

3. Which of the following choices will be most important when designing a reading activity or lesson for students?
a. Selecting a text
b. Determining the number of students participating
c. Analyzing the point in the school year at which the lesson is given
d. Determining a purpose for instruction

4. “Decoding” is also called:
a. Remediation
b. Deciphering
c. Alphabetic principle
d. Deconstruction

5. Which text(s) are likely to foster the greatest enthusiasm for reading and literature among students?
a. Free choice of reading texts, provided that students complete class assignments, projects, and discussions
b. An all-in-one textbook that includes all reading material for the year, study guides, and sample test questions
c. A variety of texts, including books, magazines, newspapers, stories from oral traditions, poetry, music, and films
d. A small selection of current best-selling books for children, some of which the children may already have read and liked

6. Phonological awareness activities are:
a. Oral
b. Visual
c. Both A and B
d. Semantically based

7. A student is able to apply strategies to comprehend the meanings of unfamiliar words; can supply definitions for words with several meanings such as crucial, criticism, and witness; and is able to reflect on her background knowledge in order to decipher a word’s meaning. These features of effective reading belong to which category?
a. Word recognition
b. Vocabulary
c. Content
d. Comprehension

8. A reading teacher is assessing an eighth grader to determine her reading level. Timed at a minute, the student reads with 93% accuracy. She misreads an average of seven words out of 100. What is her reading level?
a. She is reading at a Frustration level
b. She is reading at an Excellence level
c. She is reading at an Instructional level
d. She is reading at an Independent level

9. When should students learn how to decode?
a. Decoding is the most basic and essential strategy to becoming a successful reader. It should be introduced to kindergartners during the first two weeks of school
b. Decoding is not a teachable skill. It is an unconscious act and is natural to all learners
c. Decoding should be taught only after children have mastered every letter–sound relationship as well as every consonant digraph and consonant blend. They should also be able to recognize and say the 40 phonemes common to English words and be able to recognize at least a dozen of the most common sight words
d. Decoding depends on an understanding of letter–sound relationships. As soon as a child understands enough letters and their correspondent sounds to read a few words, decoding should be introduced

10. Since, whether, and accordingly are examples of which type of signal words?
a. Common, or basic, signal words
b. Compare/contrast words
c. Cause–effect words
d. Temporal sequencing words

Praxis II Teaching Reading (0204 and 5204) Test Answer Key